The Interrelationships of Reflection-Impulsivity, Automatization, and Risk-Taking with Speed and Errors of Oral Reading of Fourth Grade Students.

Storer, Eldon Lee

This exploratory study investigated the relationships among three aspects of cognitive style and reading performance on the Gray Oral Reading Test for a sample of 100 fourth graders with IQs in the 85 to 115 range. The results indicated that there was a cognitive shift from reflection-impulsivity to automatization at the fourth-grade level, that automatization was a better predictor of reading performance than were the other cognitive-style measures, and that the Nondependable Phonics Elements Test was the best predictor of oral reading. There were no significant differences between the mean scores of male and female subjects on any of the variables measured. (Author/AA)